Class Size and Its Effect on Academic Achievement Maria O’Regan Edu 7201, Fall 2011

Table of Contents Statement of Problem Review of Literature –Pros & Cons – Solution to over-crowding –Theorists Statement of Hypothesis References

Statement of the Problem The population of students in one classroom with one teacher is at an all time high. With overcrowded classrooms and only one teacher in the room, the ability for a teacher to individually help each student or a percentage of the class is difficult (Blatchford, Bassett, Goldstein, & Martin, 2003). It has been said that "Class size is one of the variables in American K-12 education that is thought to influence student learning (Borland, Howsen, & Trawick, 2005).

Review of Literature Pros Students benefit more in later grades from being in small classes in early grades (Konstantopoulos & Chung, 2009). Smaller class size allows for better teacher performance (Chen & Chen, 2009). Small classes allow for less disruption (Batchford,Baines, Kutnick & Martin, 2001). Cons Less daily social interaction (Pedder, 2006). More costly to have small classes (Finn & Achilles, 2003).

Review of Literature Solution to over crowding classroom: co-teaching, aide, assistant teacher ( Thomas, 1997). Careful analysis of the STAR (Student/Teacher Achievement Ratio) data has made it clear that an aide in the classroom has no positive impact on student achievement or behavior (Finn & Achilles, 2003). Small classes of 13 to 17 students had a positive impact on student achievement (relative to regular-sized classes of 22 to 26 students) (Finn & Achilles, 2003). Small classes led to statistically significant improvements in reading and mathematics, and benefits were greatest for students who started in small classes early(full-day kindergarten or first grade) (Finn & Achilles, 2003).

Review of Literature Theorists Edward Lazear argues that students who attend a smaller class learn more because they experience fewer student disruptions during class time, on average (Krueger & Hanushek, 2000). Vygotsky argued that increased social interaction is directly related to increased cognitive development (McLeod,2007).

Hypothesis(ses) HR 1: To teach one unit on math content and one unit on language arts by content one teacher to seven Pre-Kindergarten students from PS X in Brooklyn, NY over a six week period, three times a week for 45 minute sessions, will increase their overall content knowledge in math and language arts as measured by a math and language arts test. HR2: To teach one unit on math content and one unit on language arts content by two teachers to twenty-one Pre- Kindergarten students from PS X in Brooklyn, NY over a six week period, three times a week for 45 minute sessions, will decrease their overall content knowledge in math and language arts as measured by a math and language arts test.

References Akyüz, G., & Berbero ğ lu, G. (2010). Teacher and classroom characteristics and their relations to mathematics achievement of the students in the TIMSS. New Horizons in Education, 58 (1), Retrieved from Batchford, P., Baines, E., Kutnick, P., & Martin, C. (2001). Classroom contexts: Connections between class size and within class grouping. British Journal of Educational Psychology, 71 (2), 283. Retrieved from Blatchford, P., Bassett, P., Goldstein, H., & Martin, C. (2003). Are class size differences related to pupils' educational progress and classroom processes? findings from the institute of education class size study of children aged 5-7 years. British Educational Research Journal, 29 (5), 709. Retrieved from Borland, M. V., Howsen, R. M., & Trawick, M. W. (2005). An investigation of the effect of class size on student academic achievement. Education Economics, 13 (1), doi: / Chen, W., & Chen, W. (2010). Surprises learned from course evaluations. Research in Higher Education Journal, 91 (9). Retrieved fromWei-Kian, C., & Won-Sun, C. (2010). Surprises learned from course evaluations. Research in Higher Education Journal, Retrieved from proxy.brooklyn.cuny.edu:2048/ehost/detail?vid=7&hid=24&sid=6df39f1e-173f-464c-b34a- fc6da9d5ce63%40sessionmgr14&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN= Finn, J., & Achilles, C. (2003). Class Size: Counting Students Can Count. American Education Research Asssociation, 1-4. Retrieved from

References Funkhouser, E. (2009). The effect of kindergarten classroom size reduction on second grade student achievement: Evidence from california. Economics of Education Review, 28 (3), doi: /j.econedurev Konstantopoulos, S., & Chung, V. (2009). What are the long-term effects of small classes on the achievement gap? evidence from the lasting benefits study. American Journal of Education, 116 (1), Retrieved from Krueger, A. & Hanushek, E. (2000). THE CLASS SIZE POLICY DEBATE. Economic Policy Institute. McLeod, S.(2007). Vygotsky. Psychology Academic Articles for Students, Simply Psychology. Retrieved from Pedder, D. (2006). Are small classes better? understanding relationships between class size, classroom processes and pupils' learning. Oxford Review of Education, 32 (2), doi: / Sohn, K. (2010). A skeptic's guide to project STAR. KEDI Journal of Educational Policy, 7 (2), Retrieved from Walther-Thomas, C. (1997). Co-Teaching Experiences: The Benefits and Problems that Teachers and Principals Report Over Time. Journal of Learning Disabilities, 30 (4), Retrieved from 173f-464c-b34a- fc6da9d5ce63%40sessionmgr14&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=